Dalton R. Lupini Dr. Sherry Foundations of College Writing
This semester (Spring 2015) I took “Foundations of College Writing” with Dr. Sherry. Throughout the semester we learned an array of different things that helped me progress both in and out of the classroom. Breaking it down we accomplished five major “goals”. These goals helped us transform genres to fit a particular audience. Also they helped us use different conventions and “styles” of writing to display to a group of people. Lastly, we were able to take research or info and format it in an “easy to read” way. Overall, “Foundations of College Writing” shaped my writing to fit a particular audience by using different formats.
Goal A: Students will be able to compose for particular audiences and purposes.
This goal says that students should be able to create their writing to fit different audiences. This is definitely something my high school never drew much attention too therefore I haven't gave it much thought before I took this class. I feel like this is such a simple thing to do that often gets overlooked although it is probably the most important thing someone can do with their writing. I feel this is important because you have to really know what is the best format for a particular audience. For example you would not want to write a comic strip for a future employer; likewise, you wouldn't write an advanced letter to a group of elementary students.
This project shows that we were able to create different genres to fit different purposes. I used BU commuter students as my topic and was able to create a genre that properly fits BU commuter students. A brochure works well for commuter students because they are in a hurry and don't have time to sit down and read something that will take a while.
Goal B: Students will be able to compose using language and conventions appropriate to genre.
This goal says that the student should be able to use different ways of displaying the info based on what genre they choose. I feel like this is a key thing to do when selecting different genres because the information will be better absorbed by the reader. For example it is proper to have “repetition” and “alignment” on a poster in order to make it look neat while also driving your point across. Also if someone is writing a letter to a future school or employer it is extremely important to have proper “alignment” and spacing to make yourself stand out from the rest.
This project shows that we were able to use language and conventions properly to fit the genre. For example, I used contrast with BU colors as well as alignment with the "*" material. Lastly, I used spacing to make my poster look more presentable. These things are important because a commuter student walking bye will not stop to read little bits of info therefore in a poster you must get the point across with minimal words.
Goal C: Students will be able to read, select, and use evidence critically to formulate and support arguments.
This goal is saying that a student will be able to properly piece together different types of info and transform it into a presentable format for others to see. I think the best example of this would be the CLUE project in which we obtained research on our own as well as from other peoples studies and pieced them together to form a finalized summation of our info and the point we are trying to relay to the audience.
In this project I pieced together info from my own studies as well as research from other peoples studies. This shows that we learned to grab bits of data and info and piece them together in a summarized presentation. Also I put this in powerpoint form because I felt that a powerpoint is the best way to deliver bulk amounts of info without it being overwhelming to the audience.
Goal D: Students will be able to interpret and compose in a variety of media and print/non-print genres.
This is saying that a student should be able to take one piece of information and create multiple forms of this info. For example, I did commuter students as my research and was able to effectively create a brochure and a flyer for the exact same thing.
In these two example I used BU commuter students as my target audience. This shows that we are able to use the same information and put it in different formats. In this case I used the same audience but a subset based on the location of where my "papers" would go. For example, the first one (brochure) would go inside the building at BU near benches as well as places where people wait around and the second (flyer) would go on bulletin boards in hallways of near the "catwalk" by the commuter lot due to the large amount of commuter traffic through that area.
Goal E: Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
This goal states that a student should be able to take info/advice from other peers and be able to effectively apply it to their own work. An example of this would be making a draft to share in class that would later become your final work after some tweaking and changing based on the advice from a reader. This is extremely important because you get to see what others thing before you release it for everyone to see. This applies to any form of writing, poster, brochure, presentation, etc because a lot of times the author/creator may think its perfect while the public may not.
The best example of this would be our TELL projects in which we used 3 different "artifacts" to represent the past, present, and future and related that to an overall theme or connection between them. We used peer review sessions to collaborate with other students and got input on what would make our projects better.
Dalton R. Lupini
Dr. Sherry
Foundations of College Writing
This semester (Spring 2015) I took “Foundations of College Writing” with Dr. Sherry. Throughout the semester we learned an array of different things that helped me progress both in and out of the classroom. Breaking it down we accomplished five major “goals”. These goals helped us transform genres to fit a particular audience. Also they helped us use different conventions and “styles” of writing to display to a group of people. Lastly, we were able to take research or info and format it in an “easy to read” way. Overall, “Foundations of College Writing” shaped my writing to fit a particular audience by using different formats.
Goal A: Students will be able to compose for particular audiences and purposes.
This goal says that students should be able to create their writing to fit different audiences. This is definitely something my high school never drew much attention too therefore I haven't gave it much thought before I took this class. I feel like this is such a simple thing to do that often gets overlooked although it is probably the most important thing someone can do with their writing. I feel this is important because you have to really know what is the best format for a particular audience. For example you would not want to write a comic strip for a future employer; likewise, you wouldn't write an advanced letter to a group of elementary students.
This project shows that we were able to create different genres to fit different purposes. I used BU commuter students as my topic and was able to create a genre that properly fits BU commuter students. A brochure works well for commuter students because they are in a hurry and don't have time to sit down and read something that will take a while.
Goal B: Students will be able to compose using language and conventions appropriate to genre.
This goal says that the student should be able to use different ways of displaying the info based on what genre they choose. I feel like this is a key thing to do when selecting different genres because the information will be better absorbed by the reader. For example it is proper to have “repetition” and “alignment” on a poster in order to make it look neat while also driving your point across. Also if someone is writing a letter to a future school or employer it is extremely important to have proper “alignment” and spacing to make yourself stand out from the rest.
This project shows that we were able to use language and conventions properly to fit the genre. For example, I used contrast with BU colors as well as alignment with the "*" material. Lastly, I used spacing to make my poster look more presentable. These things are important because a commuter student walking bye will not stop to read little bits of info therefore in a poster you must get the point across with minimal words.
Goal C: Students will be able to read, select, and use evidence critically to formulate and support arguments.
This goal is saying that a student will be able to properly piece together different types of info and transform it into a presentable format for others to see. I think the best example of this would be the CLUE project in which we obtained research on our own as well as from other peoples studies and pieced them together to form a finalized summation of our info and the point we are trying to relay to the audience.
In this project I pieced together info from my own studies as well as research from other peoples studies. This shows that we learned to grab bits of data and info and piece them together in a summarized presentation. Also I put this in powerpoint form because I felt that a powerpoint is the best way to deliver bulk amounts of info without it being overwhelming to the audience.
Goal D: Students will be able to interpret and compose in a variety of media and print/non-print genres.
This is saying that a student should be able to take one piece of information and create multiple forms of this info. For example, I did commuter students as my research and was able to effectively create a brochure and a flyer for the exact same thing.
In these two example I used BU commuter students as my target audience. This shows that we are able to use the same information and put it in different formats. In this case I used the same audience but a subset based on the location of where my "papers" would go. For example, the first one (brochure) would go inside the building at BU near benches as well as places where people wait around and the second (flyer) would go on bulletin boards in hallways of near the "catwalk" by the commuter lot due to the large amount of commuter traffic through that area.
Goal E: Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
This goal states that a student should be able to take info/advice from other peers and be able to effectively apply it to their own work. An example of this would be making a draft to share in class that would later become your final work after some tweaking and changing based on the advice from a reader. This is extremely important because you get to see what others thing before you release it for everyone to see. This applies to any form of writing, poster, brochure, presentation, etc because a lot of times the author/creator may think its perfect while the public may not.
The best example of this would be our TELL projects in which we used 3 different "artifacts" to represent the past, present, and future and related that to an overall theme or connection between them. We used peer review sessions to collaborate with other students and got input on what would make our projects better.
*TELL example in email